Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications

Negotiating Tradition - The pragmatics of international deliberations on Cultural Property

Communicative interactions in international negotiations on cultural property not only provide information about the emergence and proliferation of arguments, rhetorics, and registers, but also permit valuable insights into actors’ positions, strategies and alliances. They significantly influence local and national practices and views related to cultural property debates. What can be gained from a deep analysis of the communicative patterns and strategies that actors engage in – the entailing text and talk of negotiations – is a better understanding of the process itself: how do different actors argue, what kind of strategies and rhetorics do they use, to which instruments and institutions do they refer, and in what way do actors react to each other? An analysis of communicative interactions contributes to the question of how international negotiations work. The analytic inclusion of sociolinguistic practices allows insights into positions, strategies, and perspectives pertaining to cultural property. By looking at not only what actors say, but also at how and in what contexts they do so, it is possible to make more accurate statements about their positions and perceptions in cultural property debates. As these communicative interactions influence outcomes considerably, an approach from linguistic anthropology is not only beneficial for an understanding of specific negotiations, but also for the analysis of broader cultural property issues.Communicative interactions in international negotiations on cultural property not only provide information about the emergence and proliferation of arguments, rhetorics, and registers, but also permit valuable insights into actors’ positions, strategies and alliances. They significantly influence local and national practices and views related to cultural property debates. What can be gained from a deep analysis of the communicative patterns and strategies that actors engage in – the entailing text and talk of negotiations – is a better understanding of the process itself: how do different actors argue, what kind of strategies and rhetorics do they use, to which instruments and institutions do they refer, and in what way do actors react to each other? An analysis of communicative interactions contributes to the question of how international negotiations work. The analytic inclusion of sociolinguistic practices allows insights into positions, strategies, and perspectives pertaining to cultural property. By looking at not only what actors say, but also at how and in what contexts they do so, it is possible to make more accurate statements about their positions and perceptions in cultural property debates. As these communicative interactions influence outcomes considerably, an approach from linguistic anthropology is not only beneficial for an understanding of specific negotiations, but also for the analysis of broader cultural property issues

A Systematic Review of the Literature on the Effects of School Bullying from the Framework of Jurgen Habermas’s Theory of Communicative Action

This project is a systematic review of the US quantitative, empirical studies on the effects of school bullying for the purpose of determining the degree to which Jurgen Habermas’s social theory, the theory of communicative action, can be used to understand the constellation of measured effects. School bullying is defined as a systematic abuse of power: the empirical literature on school bullying, therefore, provides a large data set on the abuse of power. The review finds strong consistency between the theory and the results of selected studies suggesting that Habermas’s theory of communicative action can explain and predict the mechanisms through which the bullying experience can affect the targeted child

Politics, power and ideology in American comedy late night talk shows: A critical discourse analysis

There appears to be a new trend in transferring political issues through late night talk shows (LNTSs). The President of the United States, Barack Obama, displayed different types of power relations and political ideologies during the interviews despite the comedic nature of LNTSs. Although studies have been done on the relation between LNTSs and political discourse, only a limited number of studies have looked at theportrayal of power in LNTSs. The purpose of this study is to investigate Obama's bases of power, his power relations and his use of deixis to present his political ideologies in the two American LNTSs; The Late Show with David Letterman and The Tonight Show with Jay Leno. This study focuses on Obama's portrayal of power in his political discourse (PD) using critical discourse analyses (CDA) approachthat incorporates multimodal aspects. The study analyzes Obama's linguistic and gestural variables in the transcripts collected through interviews in the two shows. The analysis of the linguistic data applies the systemic functional linguistics approach (SFL) while the analysis of the gestural ones is done inassociation with eclectic models of non-verbal behaviors.This study has revealed the different bases of power which Obama used in his PD, the influence tactics and the types of power relations which he employed in relation to the shows’ hosts; David Letterman and Jay Leno. The study has also identified the personal, temporal and spatial deixis which Obama used to present his ideologies on domestic and international politics.The study conceptualizes frameworks in which power and ideology in PD can fit into a non-traditional context such as LNTSs in order to transfer political information to a much wider audience

Handbook for Higher Education. Vol. 1, Sociodynamics and the Theory of Mind: Scientific Foundations and Principles in Language Proficiency and Communication

The current era is marked by fast-paced, multi-faceted, global, cross-cultural communication on a daily basis, and communicative studies are rightfully part of many programs in higher education. I have taught a number of differently-focused language education programs and have read countless brilliant works on the matter. However, there are several common denominators, as well as there is probably an essence of what the most influential aspects in communication sciences are, that should be considered and respected in interdisciplinary domains. This book aims to serve as a resource for what I consider the essential theories and concepts, that crucially contribute to the broader domain of language proficiency. These selections are based on my personal experience in educative environments, and there are certainly a whole lot more excellent frameworks and concepts on the topic. The chosen content reflects a blend of theoretical knowledge and equally its practical applicability, hence the term "handbook" - attempting to integrate the essential insights from psychology, rhetoric and cultural studies, as well as pragmatics and discourse analysis. While it is certainly meant to be material especially tailored to educators and students, I deliberately tried to maintain a digestible language throughout this work, so any interested reader would have the opportunity to draw their conclusions and understand the key takeaways. This volume is about Social Dynamics and the Theory of Mind

What can developmental disorders tell us about the neurocomputational constraints that shape development? the case of Williams syndrome

The uneven cognitive phenotype in the adult outcome of Williams syndrome has led some researchers to make strong claims about the modularity of the brain and the purported genetically determined, innate specification of cognitive modules. Such arguments have particularly been marshaled with respect to language. We challenge this direct generalization from adult phenotypic outcomes to genetic specification and consider instead how genetic disorders provide clues to the constraints on plasticity that shape the outcome of development. We specifically examine behavioral studies, brain imaging, and computational modeling of language in Williams syndrome but contend that our theoretical arguments apply equally to other cognitive domains and other developmental disorders. While acknowledging that selective deficits in normal adult patients might justify claims about cognitive modularity, we question whether similar, seemingly selective deficits found in genetic disorders can be used to argue that such cognitive modules are prespecified in infant brains. Cognitive modules are, in our view, the outcome of development, not its starting point. We note that most work on genetic disorders ignores one vital factor, the actual process of ontogenetic development, and argue that it is vital to view genetic disorders as proceeding under different neurocomputational constraints, not as demonstrations of static modularity

Discourse, computation and context – sociocultural DCLA revisited

This paper expands the sociocultural analysis of earlier discourse centric learning analytics (DCLA) to discuss the pedagogic functions of discourse, and the implications of these functions for DCLA. Given the importance of discourse for learning [13], and the potential of computers to (a) scaffold effective discourse and (b) give meaningful feedback on such discourse, it is important that DCLA are well theorised. Sociocultural theory emphasises context, and discourse “in action” in its analysis. If DCLA wishes to ground itself in such theory, work will need to be done to address these aspects of discourse in computational analysis. Given the potential of DCLA to provide support for educational talk – an important aspect of learning – research should be conducted to further develop DCLA approaches to such talk

Defining the Relation between Cognitive Neuroscience and Discourse Studies

In contemporary linguistics, both cognitive and critical approaches to language have been elaborated in some detail. Unfortunately, the two perspectives have seldom converged, despite the potential theoretical advances such collaboration offers. Although historically and sociologically understandable, this separation of fields is bound to block progress. Only a handful of researchers and scholars in literature, music, film, esthetics, and art history have been attempting to follow and engage with developments in cognitive neuroscience. This represents a lost opportunity for scientists no less than for humanists, as critics and theorists of the arts are uniquely trained to pose questions and adduce examples that could bring more rigor and refinement, as well as cultural resonance, to the new sciences of mind